A Survey of Data-Based Decision-Making Practices of Teachers With Autism or Intellectual Disability

Data-based decision-making (DBDM) is crucial for teachers of students with autism or intellectual disability, yet little is known about their engagement in DBDM. We surveyed 77 teachers in the southeastern United States who had worked with students with autism or intellectual disability in self-contained classrooms in the past year. They reported their training and practices in DBDM and the variables they perceived to facilitate and inhibit data collection, graphing, and data-based decision-making. Teachers reported minimal training in DBDM. While some frequently collect data, methods and frequency of data interpretation for instructional decisions vary. Teachers identified time as the biggest barrier to DBDM. Despite recognizing its importance, teachers lack tools to meet accountability standards, highlighting the need for preservice training and ongoing support. Research is warranted on efficient and effective methods for training teachers of students with autism or intellectual disability to engage in DBDM in their classrooms.